Don Mesibov has worked at a school for emotionally disturbed children, been a middle school English teacher, taught courses on constructivism at local colleges for 22 years, and worked for a teacher’s union. Additionally, he is director of the Institute for Learning Centered Education, an organization he founded in 1995.Dan Drmacich was principal of the nationally renowned School Without Walls in Rochester, New York, a public school, and a member of the New York State Performance Standards Consortium, which requires performance-based assessments and a yearlong project to demonstrate competency for graduation rather than standardized tests. Dan is currently cofounder and coordinator of the Rochester Coalition for Public Education, an organization focused on research-based, progressive school reform and social justice.

"The reader immediately hears the authentic tone of credible, authoritative educators who have thought deeply about their work. Teachers new to the concepts of learner-centered education will find student activities to use immediately in their classrooms. Experienced teachers will find fresh and timely ideas to expand current repertoires. With a generosity of spirit, the author team of Don and Dan shares vetted approaches for addressing trauma and prejudice, timely and timeless resources and models for learner-centered learning, and advocacy strategies for school renewal by focusing on classrooms based on how people learn." Jacqueline Grennon Brooks, author, researcher, professor "This book wonderfully serves to fulfill an unmet need. The authors present the case for joyful, learner-centered schools with hundreds of activities to help students become responsible citizens, who support democratic values." Deborah Meier, Founder/Principal, Central Park East"Wow! There's so much information packed into this book! What a great resource for both new and veteran teachers!" Angela Premo, second grade teacher

• Section One Why Do Schools Need To Change? Chapter 1 Learner-Centered Education (LCE) And Social-Emotional Learning (SEL): You Can’t Have One Without The Other Chapter 2 The Iron Is Hot Chapter 3 Research Supports The Need For Change Chapter 4 Best Practices Are For All Students Chapter 5 Many Students Are Bored And Unmotivated Section Two How Do The Teachers’ And Students’ Roles Change? Chapter 6 It All Starts With The Teacher Chapter 7 Prioritize What Impacts Student Learning Chapter 8 Student Needs, Interests, And Learning Styles Should Be At The Center Of A Lesson Chapter 9 Motivation Is Derived From What Students Find Interesting, Relevant, Or Just Plain Fun Chapter 10 Teachers Are Classroom Coaches Chapter 11 Critical Thinking Is The Main Focus For Student Learning Chapter 12 Advisories, Journaling And Conferencing Are Essential Chapter 13 Music And Art Facilitate Learning In All Disciplines Chapter 14 Students Need A Vision Chapter 15 Introverted (Or Quiet) Children Require Special Strategies Chapter 16 Educators Can Make Use Of Lectures And Be Effective Section Three Is There Room For The Affective Domain? Chapter 17 Content And Social-Emotional Learning Are Compatible Chapter 18 Let All Students Know They Are Liked As Individuals: The Classroom Culture Sends A Message To Students Chapter 19 Teaching Good Citizenship Prepares Students For Life And Raises Student Achievement Chapter 20 More Activities To Start The Year Or To Use Any Time Section Four Do Students Find School Relevant? Chapter 21 Classroom Tasks Must Be Meaningful And Authentic Chapter 22 9/11 And Covid-19: Opportunities For Student Learning Section Five How Do We Test What Students Should Be Learning? Chapter 23 Assessment Practices Drive Instruction Chapter 24 Standardized Tests Directly Impact What Teachers Teach, What Students Learn, And How Students Learn Section Six What Should All Teachers Understand? Chapter 25 How To Interact With Disruptive Students Chapter 26 Schools Must Be Trauma-Sensitive Chapter 27 Social Justice Is A Critical Element Of Good Citizenship Chapter 28 Addressing Controversial Issues With Civil Discourse Through Effective Use Of Student-Centered Practices Chapter 29 Lessons From Covid-19: Online Instruction And Utilizing Technology Can Support, Not Replace, Good Teaching Chapter 30 Change How Student Progress Is Reported Section Seven Is Meaningful School Reform Possible? Chapter 31 Agents Of Change, Please Step Forward Chapter 32 There Can Be Major School Reform At Minimal Cost Epilogue Opportunities For Students Are Inequitable Appendix A Resources For Advocacies And Journaling Appendix B Resources For Teaching Good Citizenship Appendix C Resources For Teaching Social Justice

Don Mesibov has worked at a school for emotionally disturbed children, been a middle school English teacher, taught courses on constructivism at local colleges for 22 years, and worked for a teacher’s union. Additionally, he is director of the Institute for Learning Centered Education, an organization he founded in 1995.Dan Drmacich was principal of the nationally renowned School Without Walls in Rochester, New York, a public school, and a member of the New York State Performance Standards Consortium, which requires performance-based assessments and a yearlong project to demonstrate competency for graduation rather than standardized tests. Dan is currently cofounder and coordinator of the Rochester Coalition for Public Education, an organization focused on research-based, progressive school reform and social justice.

"The reader immediately hears the authentic tone of credible, authoritative educators who have thought deeply about their work. Teachers new to the concepts of learner-centered education will find student activities to use immediately in their classrooms. Experienced teachers will find fresh and timely ideas to expand current repertoires. With a generosity of spirit, the author team of Don and Dan shares vetted approaches for addressing trauma and prejudice, timely and timeless resources and models for learner-centered learning, and advocacy strategies for school renewal by focusing on classrooms based on how people learn." Jacqueline Grennon Brooks, author, researcher, professor "This book wonderfully serves to fulfill an unmet need. The authors present the case for joyful, learner-centered schools with hundreds of activities to help students become responsible citizens, who support democratic values." Deborah Meier, Founder/Principal, Central Park East"Wow! There's so much information packed into this book! What a great resource for both new and veteran teachers!" Angela Premo, second grade teacher

• Section One Why Do Schools Need To Change? Chapter 1 Learner-Centered Education (LCE) And Social-Emotional Learning (SEL): You Can’t Have One Without The Other Chapter 2 The Iron Is Hot Chapter 3 Research Supports The Need For Change Chapter 4 Best Practices Are For All Students Chapter 5 Many Students Are Bored And Unmotivated Section Two How Do The Teachers’ And Students’ Roles Change? Chapter 6 It All Starts With The Teacher Chapter 7 Prioritize What Impacts Student Learning Chapter 8 Student Needs, Interests, And Learning Styles Should Be At The Center Of A Lesson Chapter 9 Motivation Is Derived From What Students Find Interesting, Relevant, Or Just Plain Fun Chapter 10 Teachers Are Classroom Coaches Chapter 11 Critical Thinking Is The Main Focus For Student Learning Chapter 12 Advisories, Journaling And Conferencing Are Essential Chapter 13 Music And Art Facilitate Learning In All Disciplines Chapter 14 Students Need A Vision Chapter 15 Introverted (Or Quiet) Children Require Special Strategies Chapter 16 Educators Can Make Use Of Lectures And Be Effective Section Three Is There Room For The Affective Domain? Chapter 17 Content And Social-Emotional Learning Are Compatible Chapter 18 Let All Students Know They Are Liked As Individuals: The Classroom Culture Sends A Message To Students Chapter 19 Teaching Good Citizenship Prepares Students For Life And Raises Student Achievement Chapter 20 More Activities To Start The Year Or To Use Any Time Section Four Do Students Find School Relevant? Chapter 21 Classroom Tasks Must Be Meaningful And Authentic Chapter 22 9/11 And Covid-19: Opportunities For Student Learning Section Five How Do We Test What Students Should Be Learning? Chapter 23 Assessment Practices Drive Instruction Chapter 24 Standardized Tests Directly Impact What Teachers Teach, What Students Learn, And How Students Learn Section Six What Should All Teachers Understand? Chapter 25 How To Interact With Disruptive Students Chapter 26 Schools Must Be Trauma-Sensitive Chapter 27 Social Justice Is A Critical Element Of Good Citizenship Chapter 28 Addressing Controversial Issues With Civil Discourse Through Effective Use Of Student-Centered Practices Chapter 29 Lessons From Covid-19: Online Instruction And Utilizing Technology Can Support, Not Replace, Good Teaching Chapter 30 Change How Student Progress Is Reported Section Seven Is Meaningful School Reform Possible? Chapter 31 Agents Of Change, Please Step Forward Chapter 32 There Can Be Major School Reform At Minimal Cost Epilogue Opportunities For Students Are Inequitable Appendix A Resources For Advocacies And Journaling Appendix B Resources For Teaching Good Citizenship Appendix C Resources For Teaching Social Justice

Don Mesibov has worked at a school for emotionally disturbed children, been a middle school English teacher, taught courses on constructivism at local colleges for 22 years, and worked for a teacher’s union. Additionally, he is director of the Institute for Learning Centered Education, an organization he founded in 1995.Dan Drmacich was principal of the nationally renowned School Without Walls in Rochester, New York, a public school, and a member of the New York State Performance Standards Consortium, which requires performance-based assessments and a yearlong project to demonstrate competency for graduation rather than standardized tests. Dan is currently cofounder and coordinator of the Rochester Coalition for Public Education, an organization focused on research-based, progressive school reform and social justice.

"The reader immediately hears the authentic tone of credible, authoritative educators who have thought deeply about their work. Teachers new to the concepts of learner-centered education will find student activities to use immediately in their classrooms. Experienced teachers will find fresh and timely ideas to expand current repertoires. With a generosity of spirit, the author team of Don and Dan shares vetted approaches for addressing trauma and prejudice, timely and timeless resources and models for learner-centered learning, and advocacy strategies for school renewal by focusing on classrooms based on how people learn." Jacqueline Grennon Brooks, author, researcher, professor "This book wonderfully serves to fulfill an unmet need. The authors present the case for joyful, learner-centered schools with hundreds of activities to help students become responsible citizens, who support democratic values." Deborah Meier, Founder/Principal, Central Park East"Wow! There's so much information packed into this book! What a great resource for both new and veteran teachers!" Angela Premo, second grade teacher

• Section One Why Do Schools Need To Change? Chapter 1 Learner-Centered Education (LCE) And Social-Emotional Learning (SEL): You Can’t Have One Without The Other Chapter 2 The Iron Is Hot Chapter 3 Research Supports The Need For Change Chapter 4 Best Practices Are For All Students Chapter 5 Many Students Are Bored And Unmotivated Section Two How Do The Teachers’ And Students’ Roles Change? Chapter 6 It All Starts With The Teacher Chapter 7 Prioritize What Impacts Student Learning Chapter 8 Student Needs, Interests, And Learning Styles Should Be At The Center Of A Lesson Chapter 9 Motivation Is Derived From What Students Find Interesting, Relevant, Or Just Plain Fun Chapter 10 Teachers Are Classroom Coaches Chapter 11 Critical Thinking Is The Main Focus For Student Learning Chapter 12 Advisories, Journaling And Conferencing Are Essential Chapter 13 Music And Art Facilitate Learning In All Disciplines Chapter 14 Students Need A Vision Chapter 15 Introverted (Or Quiet) Children Require Special Strategies Chapter 16 Educators Can Make Use Of Lectures And Be Effective Section Three Is There Room For The Affective Domain? Chapter 17 Content And Social-Emotional Learning Are Compatible Chapter 18 Let All Students Know They Are Liked As Individuals: The Classroom Culture Sends A Message To Students Chapter 19 Teaching Good Citizenship Prepares Students For Life And Raises Student Achievement Chapter 20 More Activities To Start The Year Or To Use Any Time Section Four Do Students Find School Relevant? Chapter 21 Classroom Tasks Must Be Meaningful And Authentic Chapter 22 9/11 And Covid-19: Opportunities For Student Learning Section Five How Do We Test What Students Should Be Learning? Chapter 23 Assessment Practices Drive Instruction Chapter 24 Standardized Tests Directly Impact What Teachers Teach, What Students Learn, And How Students Learn Section Six What Should All Teachers Understand? Chapter 25 How To Interact With Disruptive Students Chapter 26 Schools Must Be Trauma-Sensitive Chapter 27 Social Justice Is A Critical Element Of Good Citizenship Chapter 28 Addressing Controversial Issues With Civil Discourse Through Effective Use Of Student-Centered Practices Chapter 29 Lessons From Covid-19: Online Instruction And Utilizing Technology Can Support, Not Replace, Good Teaching Chapter 30 Change How Student Progress Is Reported Section Seven Is Meaningful School Reform Possible? Chapter 31 Agents Of Change, Please Step Forward Chapter 32 There Can Be Major School Reform At Minimal Cost Epilogue Opportunities For Students Are Inequitable Appendix A Resources For Advocacies And Journaling Appendix B Resources For Teaching Good Citizenship Appendix C Resources For Teaching Social Justice